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"The Domain", Airl, eternity, existence, home universe, illusions, invasion forces, IS-BE, magician, quadrillion, time, trillions, universes

AGE OF THE UNIVERSE

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Eternity by Michael Parkes

“…the existing collection of suns in this immediate vicinity of the universe have been burning for the last 200 trillion years.  The age of the physical universe is nearly infinitely old, but probably at least four quadrillion [i] (Footnote) years since its earliest beginnings.

Time is a difficult factor to measure as it depends on the subjective memory of IS-BEs and there has been no uniform record of events throughout the physical universe since it began. As on Earth, there are many different time measurement systems, defined by various cultures, which use cycles of motion, and points of origin to establish age and duration. [ii] (Footnote)

The physical universe itself is formed from the convergence and amalgamation of many other individual universes [iii] (Footnote) , each one of which were created by an IS-BE or group of IS-BEs.  The collision of these illusory universes commingled and coalesced and were solidified to form a mutually created universe.  Because it is agreed that energy and forms can be created, but not destroyed, [iv] (Footnote) this creative process has continued to form an ever-expanding universe of nearly infinite physical proportions.

Before the formation of the physical universe there was a vast period during which universes were not solid, but wholly illusionary.  You might say that the universe was a universe of magical illusions which were made to appear and vanish at the will of the magician.  In every case, the “magician” was one or more IS-BEs.  Many IS-BEs on Earth can still recall vague images from that period.  Tales of magic, sorcery and enchantment, fairy tales and mythology speak of such things, [v] (Footnote) although in very crude terms.

Each IS-BE entered into the physical universe when they lost their own, “home” universe.  That is, when an IS-BE’s “home” universe was overwhelmed by the physical universe, or when the IS-BE joined with other IS-BEs to create or conquer the physical universe.

On Earth, the ability to determine when an IS-BE entered the physical universe is difficult for two reasons:    1) the memory of IS-BEs on Earth have been erased, and 2) IS-BEs arrival or invasion into the physical universe took place at different times, some 60 trillion years ago, and others only 3 trillion.  Every once in a short while, a few million years, an area or planet will be taken over by another group of IS-BEs entering into the area.”

— Excerpted from the Top Secret transcripts published in the book ALIEN INTERVIEW, edited by Lawrence R. Spencer

______________________________________________

[i] “… quadrillion…”

“Quadrillion may mean either of the two numbers:

1,000,000,000,000,000 (one thousand million million; 1015; SI prefix peta) – increasingly common meaning in English language usage.

1,000,000,000,000,000,000,000,000,000,000,000,000,000,000 (1024; SI prefix yotta) – increasingly rare meaning in English language usage.”

— Reference:  Wikipedia.org

[ii] “…points of origin to establish age and duration.”

“So far scientists have not found a way to determine the exact age of the Earth directly from Earth rocks because Earth’s oldest rocks have been recycled and destroyed by the process of plate tectonics. If there are any of Earth’s primordial rocks left in their original state, they have not yet been found. Nevertheless, scientists have been able to determine the probable age of the Solar System and to calculate an age for the Earth by assuming that the Earth and the rest of the solid bodies in the Solar System formed at the same time and are, therefore, of the same age.

The ages of Earth and Moon rocks and of meteorites are measured by the decay of long-lived radioactive isotopes of elements that occur naturally in rocks and minerals and that decay with half lives of 700 million to more than 100 billion years to stable isotopes of other elements. These dating techniques, which are firmly grounded in physics and are known collectively as radiometric dating, are used to measure the last time that the rock being dated was either melted or disturbed sufficiently to rehomogenize its radioactive elements.”

— Reference:  http://pubs.usgs.gov/gip/geotime/age.html

[iii] “… The physical universe itself is formed from the convergence and amalgamation of many other individual universes…”

“A creation myth is a supernatural mytho-religious story or explanation that describes the beginnings of humanity, earth, life, and the universe (cosmogony),  usually as a deliberate act of “creation” by a supreme being.  Many accounts of creation share broadly similar themes. Common motifs include the fractionation of the things of the world from a primordial chaos; the separation of the mother and father gods; land emerging from an infinite and timeless ocean; or creation ex nihilo (Latin: out of nothing).”

— Reference:  Wikipedia.org

[iv] “… energy and forms can be created, but not destroyed…”

“In physics, the law of conservation of energy states that the total amount of energy in any isolated system remains constant but cannot be recreated, although it may change forms, e.g. friction turns kinetic energy into thermal energy. In thermodynamics, the first law of thermodynamics is a statement of the conservation of energy for thermodynamic systems, and is the more encompassing version of the conservation of energy. In short, the law of conservation of energy states that energy can not be created or destroyed, it can only be changed from one form to another.”

— Reference:  Wikipedia.org

[v] “… Tales of magic, sorcery and enchantment, fairy tales and mythology speak of such things…”

Magic, sometimes known as sorcery, is a conceptual system that asserts human ability to control the natural world (including events, objects, people, and physical phenomena) through mystical, paranormal or supernatural means. The term can also refer to the practices employed by a person asserting this influence, and to beliefs that explain various events and phenomena in such terms. In many cultures, magic is under pressure from, and in competition with, scientific and religious conceptual systems.

Adherents to magic believe that it may work by one or more of the following basic principles:

  • Natural forces that cannot be detected by science at present, and in fact may not be detectable at all. These magical forces are said to exist in addition to and alongside the four fundamental forces of nature: gravity, electromagnetism, the strong force and the weak force.
  • Intervention of spirits similar to these hypothetical natural forces, but with their own consciousness and intelligence. Believers in spirits will often describe a whole cosmos of beings of many different kinds, sometimes organized into a hierarchy.

Aleister Crowley preferred the spelling magick, defining it as “the science and art of causing change to occur in conformity with the will.” By this, he included “mundane” acts of will as well as ritual magic. In Magick in Theory and Practice, Chapter XIV, Crowley says:

“What is a Magical Operation? It may be defined as any event in nature which is brought to pass by Will. We must not exclude potato-growing or banking from our definition. Let us take a very simple example of a Magical Act: that of a man blowing his nose.” “

— Reference:  Wikipedia.org

Originally posted 2011-01-25 23:50:55. Republished by Blog Post Promoter

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"The Domain", Airl, education, McGuffey's Eclectic Readers

McGuffey’s Eclectic Readers

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(MATILDA O'DONNELL MACELROY PERSONAL NOTES)

"Without a defined nomenclature communication was not possible beyond the rudimentary understanding between men and dogs, or between two small children.  The lack of a common vocabulary of clearly defined words that all parties can use fluently, was the limiting factor in communication between all people, groups, or nations.

Therefore, he suggested that there were only two choices.  I had to learn to speak the language of the alien, or the alien had to learn to speak English.  Factually only one choice was possible: that I persuade Airl to learn English, and that I teach it to her with the guidance of the language specialist.  No one had any objection to trying this approach, as there were no other suggestions.

The language specialists suggested that I take several children's books, and a basic reading primer, and grammar text with me into the interview room.  The plan was that I would sit next to the alien and read aloud to her from the books, while pointing to the text I was reading with my finger so that she could follow along.

The theory was that the alien could eventually be taught to read, just as a child is taught to read by word and sound association with the written word, as well as instruction in fundamental grammar.  They also assumed, I think, that if the alien was intelligent enough to communicate with me telepathically, and fly a space craft across the galaxy, that she could probably learn to speak a language as quickly as a 5 year old, or faster!

I returned to the interview room and proposed this idea to Airl.  She did not object to learning the language, although she did not make any commitment to answer questions either.  No one else had a better idea, so we went ahead."

"I began the reading lessons with the first pages of a school book that had been used to teach pioneer children in the 1800's on the frontiers of America.  It is called "McGuffey's Eclectic Reader, Primer Through Sixth".  [i] (Footnote)

Since I am a nurse, and not a teacher, the language expert who gave me the books also gave me an extensive briefing --  a course that took an entire day -- on how to use the books to teach the alien.  He said the reason he chose these particular books was because the original 1836 version of these books were used for three-quarters of a century to teach about four-fifths of all American school children how to read.  No other books ever had so much influence over American children for so long.

McGuffey's Eclectic Primer (McGuffey Readers)

McGuffey's educational course begins in "The Primer" by presenting the letters of the alphabet to be memorized, in sequence.  Children were then taught, step by step, to use the building blocks of the language to form and pronounce words, using the phonics method  [ii] (Footnote) which involves teaching children to connect sounds with letters.  Each lesson begins with a study of words used in the reading exercise and with markings to show the correct pronunciation for each word.

I discovered that the stories in the "First and Second Readers" picture children in their relationship with family members, teachers, friends, and animals. The "Third, Fourth, Fifth and Sixth Readers" expanded on  those ideas.  One of the stories I remember was "The Widow and the Merchant".  It's kind of a morality tale about a merchant who befriends a widow in need.  Later, when the widow proves herself to be honest, the merchant gives her a nice gift. The books do not necessarily teach you to believe that charity is expected only of wealthy people though.  We all know that generosity is a virtue that should be practiced by everyone.

All of the stories were very wholesome and they gave very good explanations to illustrate virtues like honesty, charity, thrift, hard work, courage, patriotism, reverence for God, and respect for parents. Personally, I would recommend this book to anyone!

I also discovered that the vocabulary used in the book was very advanced compared to the relatively limited number of words people use commonly in our modern age.  I think we have lost a lot of our own language since our Founding Fathers wrote the Declaration of Independence over 200 years ago!"

— Excerpted from Matilda MacElroy’s personal notes published in the book ALIEN INTERVIEW, edited by Lawrence R. Spencer

[i] “…McGuffey’s Eclectic Readers…”

“McGuffey’s Eclectic Readers were written by William Holmes McGuffey who began teaching school at the age of 14. He was a professor of ancient languages at Miami University from 1826 until his resignation in 1836. He then served as president of Cincinnati College (1836-1839) and Ohio University (1839-1843). Returning to Cincinnati, McGuffey taught at Woodward College from 1843 until 1845, when he became a professor of moral philosophy at the University of Virginia. He was ordained as a Presbyterian minister in 1829. It was during his years at Miami when McGuffey was approached to write a series of readers for school children. In addition to the work done on these by William Holmes McGuffey, he was assisted by his brother, Alexander Hamilton McGuffey, who also compiled a speller and had sole responsibility for the Fifth Reader. Alexander taught school while working on his law degree and opened a law office in Cincinnati in 1839. The McGuffey Readers sold over 125,000,000 copies.

McGuffey became a “roving” teacher at the age of 14, beginning with 48 students in a one room school in Calcutta, Ohio. The size of the class was just one of several challenges faced by the young McGuffey. In many one-teacher schools, children’s ages varied from six to twenty-one. McGuffey often worked 11 hours a day, 6 days a week in a succession of frontier schools.  He had a remarkable ability to memorize, and could commit to mind entire books of the Bible.

The first Reader taught reading by using the phonics method, the identification of letters and their arrangement into words, and aided with slate work. The second Reader came into play once the student could read, and helped them to understand the meaning of sentences while providing vivid stories which children could remember. The third Reader taught the definitions of words, and was written at a level equivalent to the modern 5th or 6th grade. The fourth Reader was written for the highest levels of ability on the grammar school level, which students completed with this book.

McGuffey’s Readers were among the first textbooks in America that were designed to become progressively more challenging with each volume. They used word repetition in the text as a learning tool, which built strong reading skills through challenging reading. Sounding-out, enunciation and accents were emphasized. Colonial-era texts had offered dull lists of 20 to 100 new words per page for memorization. In contrast, McGuffey used new vocabulary words in the context of real literature, gradually introducing new words and carefully repeating the old.

McGuffey believed that teachers should study the lessons as well as their students and suggested they read aloud to their classes. He also listed questions after each story for he believed in order for a teacher to give instruction, one must ask questions. The Readers emphasized spelling, vocabulary, and formal public speaking, which, in 19th century America, was a more common requirement than today.

Henry Ford cited McGuffey’s Readers as one of his most important childhood influences. He was an avid fan of McGuffey’s Readers first editions, and claimed as an adult to be able to quote from McGuffey’s by memory at great length. Ford republished all six Readers from the 1857 edition, and distributed complete sets of them, at his own expense, to schools across the United States.

McGuffey’s Readers contain many derogatory references to ethnic and religious minorities. For example, Native Americans are referred to as “savages”. There are those who regard the references in the book to the Jews and Judaism as anti-Semitic. For instance, in Neil Baldwin’s Henry Ford and the Jews, the author makes the case that Henry Ford’s self-avowed anti-Semitism originated with his study of McGuffey’s as a schoolboy. Baldwin cites numerous anti-semitic references to Shylock and to Jews attacking Jesus and Paul. He also quotes the Fourth Reader to the effect that “Jewish authors were incapable of the diction and strangers to the morality contained in the gospel.” The readers further characterize Jews as “Christ killers” and labels their reverence of the Old Testament as “superstitious,” and teach that Jews have been rejected by God for being “unfaithful”.”

You may download text versions of the McGuffy’s Reader from the following website:  http://www.gutenberg.org/etext/14640

[ii] “… the phonics method …”

“Phonics refers to an instructional method for teaching children to read English. Phonics involves teaching children to connect sounds with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, or ck spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.”

— Reference: Wikipedia.org

____________________________________

EDITOR’S NOTE: Here are links to McGuffy’s Readers online”

Free Download from Gutenburg: http://www.gutenberg.org/ebooks/14640

Purchase printed copies of the Readers individually, or as a set online:  http://www.amazon.com/McGuffey-McGuffeys-Eclectic-Readers-William/dp/0880620145

Link to the original 1836 version of McGuffy’s Readers, with teaching guide:  http://www.howtotutor.com/guffy.htm

Originally posted 2011-04-06 22:33:11. Republished by Blog Post Promoter

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"The Domain", Airl, god, history, trillions

PLACE OF CIVILIZATION

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Official Transcript of the U.S. Army Air Force

Roswell Army Air Field, 509th Bomb Group

SUBJECT: ALIEN INTERVIEW, 9. 7. 1947

“QUESTION – “Can you describe your home world to us?”

ANSWER –

PLACE OF CIVILIZATION / CULTURE  /  HISTORY.  LARGE PLANET.  WEALTH  /  RESOURCES ALWAYS.  ORDER.  POWER.  KNOWLEDGE / WISDOM.  TWO STARS.  THREE MOONS.

QUESTION – “What is the state of development of your  civilization?”

ANSWER –

ANCIENT.  TRILLIONS OF YEARS.  ALWAYS.  ABOVE ALL OTHERS.  PLAN.  SCHEDULE.  PROGRESS. WIN.  HIGH GOALS / IDEAS.

I use the number “trillions” [i] (Footnote) because I am sure that the meaning was a number larger than many billions.  The idea of the length of time she communicated is beyond me.   It’s really closer to the idea of “infinity” in terms of Earth years.

QUESTION – “Do you believe in God?”

ANSWER –

WE THINK.  IT IS.  MAKE IT CONTINUE.  ALWAYS.

I am sure that the alien being does not understand the concept of “god” or “worship” as we do.  I assume that the people in her civilization were all atheists.   My impression was that they think very highly of themselves and are very  prideful indeed!

QUESTION – “What type of society do you have?”

 

ANSWER –

ORDER.  POWER.  FUTURE ALWAYS.  CONTROL.  GROW.

These are the closest words I could use to describe the idea she had about her own society or civilization.  Her “emotion” when communicating her response to this question became very intense, very bright and emphatic!  Her thought was filled with an emotion that gave me a feeling of jubilation or joy.  But, it made me very nervous also.”

— Excerpt from the Top Secret transcripts published in the book Alien Interview, edited by Lawrence R. Spencer

FOOTNOTES:

[i] “…trillions…”

One thousand thousand = one million.  ( 1,000,000 )

One thousand million = one billion.  ( 1,000,000,000 )

One thousand billion = one trillion.  ( 1,000,000,000,000 )

“The English names for large numbers are coined from the Latin names for small numbers n by adding the ending -illion suggested by the name “million.” Thus billion and trillion are coined from the Latin prefixes bi- (n = 2) and tri- (n = 3), respectively.

In recent years, American usage has eroded the European number definitions, particularly in Britain and to a lesser extent in other countries. This is primarily due to American finance, because Americans insist that $1,000,000,000 be called a billion dollars. In 1974, the government of Prime Minister Harold Wilson announced that henceforth “billion” would mean 109 and not 1012 in official British reports and statistics. Anyone who uses the words “billion” and “trillion” internationally should make clear which meaning of those words is intended.”

— Reference:  Russ Rowlett and the University of North Carolina at Chapel Hill.

Originally posted 2011-07-26 12:01:29. Republished by Blog Post Promoter

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